2013-14 SCEP LEA Name: Malone Central School District ... · Certificate 0 % Teaching Out of...

2013-14 SCEP LEA Name: Malone Central School District School Name: Franklin Academy High School

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Meeting Date(s) Location(s) Agenda attached? Supporting documents included?

July 23, 2013

Flanders Conference

Room

Yes No

Yes No

August 19, 2013

Middle School

Yes No

Yes No

September 20, 2013

District Office

Yes No

Yes No

October 10, 2013

High School Conference

Room

Yes No

Yes No

October 18, 2013

High School Conference

Room

Yes No

Yes No

Agendas July 23 and August 19, 2013 School administrators, curriculum coordinators and staff met to review the DTSDE School Rubric and begin planning the goals and activities for each of the tenets. September 20, 2013 OEE and District Representative met with School Leaders to review/revise the initial goals and activities. October 10, 2013 All stakeholder representatives met to review the goals and actions plans for each tenet. October 18, 2013 All stakeholder representatives met to finalize the SCEP.


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School Information Sheet Grade Configuration

9-12 Total Enrollment

779 % Title 1 Population

0 % Attendance Rate

94

% Free Lunch 34

% Reduced Lunch 10

% Student Sustainability 81

% Limited English Proficient

0 % Students with Disabilities

30

Racial/Ethnic Origin

% American Indian or

Alaska Native

2 % Black or

African American

1 % Hispanic or Latino

2

% Asian or Native

Hawaiian /Other Pacific

Islander

1 % White 95 % Multi-

racial 0

Personnel

Years Principal Assigned to

School < 1 year

# of Assistant Principals

1 # of Deans 0 # of Counselors / Social Workers

3

% of Teachers with No Valid

Teaching Certificate

0 % Teaching Out of Certification

0 % Teaching with

Fewer Than 3 Yrs. of Exp.

1 Average Teacher

Absences 5

Overall State Accountability Status (Mark applicable box with an X)

Priority School

Focus School Identified by a Focus

District

X Reason for

Identifi-cation Graduation

Rate

SIG Recipient (a)

X

ELA Performance at levels 3 & 4

67 Mathematics

Performance at levels 3 & 4

37 Science

Performance at levels 3 & 4

4 Year

Graduation Rate (HS Only)

73

Credit Accumulation (High School Only)

% of 1st

yr. students who

earned 10+ credits

0 (max of 8 credits in year 1)

% of 2nd

yr. students who

earned 10+ credits

71

% of 3rd

yr. students who

earned 10+ credits

80 6

Year

Graduation Rate 74


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Did Not Meet Adequate Yearly Progress (AYP) in ELA (Mark an “X” in the field(s) where school is identified for not meeting AYP.)

American Indian or Alaska Native Black or African American

Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

x White Multi-racial Students with Disabilities Limited English Proficient x Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) in Mathematics

American Indian or Alaska Native Black or African American


x White Multi-racial Students with Disabilities Limited English Proficient x Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) in Science American Indian or Alaska Native Black or African American


White Multi-racial Students with Disabilities Limited English Proficient Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Achievement Objective

Limited English Proficiency


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SCEP Overview Reflecting upon the 12-13 plan: The strengths of the 12-13 plan were the opportunities to have some critical conversations with the staff regarding our school improvement status. Meetings were held and strategies were discussed for improvement among all faculty members at the high school. The plan lacked focus however due to fatigue from the previous year. During 2011-2012 the high school went through a SQR process and had just completed the CEP in the summer of 2012 when they were identified as a FOCUS school for 2012-2013. There was a sense of exhaustion and frustration over getting yet another template to fill out that did not match up with the CEP that had just been written. There were many barriers to implementing the plan effectively. There was a disconnect from the elementary and middle schools on the impact they have on the high school graduation rate. The DCIP addressed that need this year. This past school year saw the staff have a lot of angst over the new common core curriculum and the new APPR process.

In developing the 13-14 plan: The plan was developed this year using a wide variety of staff members from across the district. These members included teachers, curriculum coordinators, principals, assistant principals, program directors, parents, superintendent and business administrator. There were several meetings held during the months of June and July to work on each tenet. We used it as an opportunity to use the DCIP as a Strategic Planning document which brought the district closer together with a common vision. The plan will be published on our district website and will be broadcast on our district Twitter account. The major needs of the district revolve around professional development on Data Driven Instruction, Evidence-based Instructional Practices (including Differentiated Instruction), and continuing to implement the various aspects of the Regents Reform Agenda. The driving force behind most of the goals is consistency among buildings and classrooms both from a curricular standpoint and operations. The overall timeline is for September through June 2014 with the help of our curriculum network (coordinators). Through our partnership with BOCES and A+ Educators we are able to offer many Professional Development opportunities for our staff across the district. We are aiming for a 80% graduation rate for all subgroups and progress monitoring will be done throughout the year for all cohorts to see if we are able to hit this mark. As a district we are also focusing on our achievement scores being at the aspirational measure. Our high school teachers were surprised that a 65 on a Regents exam was not at a Level III. This is a shift for us as for years the high school has only been aiming for this score. It also gives us an opportunity to look at our scores for grades 3-8 ELA and Math. We need to continue to push our students who are already at a level III or IV to ensure that they are still advancing. It will be easy as a district to monitor progress of our FOCUS school as the district office is in the same building as the high school. Meetings will be held almost daily with the high school administration to monitor the implementation of the DCIP and SCEP. Specifically at the high school there is a need for a positive behavior program and some character education professional development.


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Required Activities Use this table to demonstrate costs associated with public school choice (SC), the DTSDE, the Distinguished Educator (DE) (if applicable), the Outside Educational Expert (OEE), and Supplemental Education Services (SES)(if applicable).

Category: Activity(ies): Fund Source(s):

School Cost(s):

Improvement/Parent Engagement Set-Aside (PE):

Targeted Schools:

Timeline:

OEE Support development

and implementation of

SCEP and District Led

Review

SIG

1003(a) $6000 Improvement PE NA Franklin

Academy – FOCUS

September 2013 – August 2014

DTSDE Training for OEE and

District Representative

SIG

1003(a)

$2000

Improvement PE NA Franklin Academy – FOCUS

September 2013 – May 2014


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Tenet 1

A. Statement of Practice Addressed: The

district has a comprehensive approach for recruiting, evaluating and sustaining high-quality personnel that affords schools the ability to ensure success by addressing the needs of their community.

1.1 1.2 1.3 1.4 1.5 Tenet 1 as a whole NA

B. HEDI Rating: H E D I NA

C. Major Recommendation(s)/Rationale: District Level Only

D. Goal(s):

District Level Only

E. Activity(ies): F. Fund Source(s):

G. District Cost(s):

H. Improvement/Parent Engagement Set-Aside(PE):

J. Timeline:

1.1 District leadership committee (DWSIC) will meet to develop a written staff retention plan.

N/A N/A Improvement PE NA 3 meetings held between Oct 2013 and Nov 2013.

1.2 Implement the elements of the newly developed retention plan.

N/A N/A Improvement PE NA December 2013

1.3 Conduct New Teacher Orientation with mentors

N/A N/A Improvement PE NA August 2013

1.4 New Teacher meeting/survey regarding their experiences with human resource practices (e.g., interview/ hiring process, new teacher orientation, ease of settling in with new employment).

N/A N/A Improvement PE NA Monthly – Oct. 2013-Jan. 2014

1.5 District Leadership committee (DWSIC) will review/analyze new teacher survey responses and use the results to improve human resource practices.

N/A N/A Improvement PE NA February 2014


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district is organized and allocates resources (financial, staff support, materials, etc.) in a way that leads to appropriate levels of support for schools based on the needs of the school community, which promotes school improvement and success.




D. Goal(s):

District Level Only




J. Timeline:

1.1 Develop a written resource allocation plan.

N/A N/A Improvement PE NA November 2013

1.2 Apply the elements of the resource allocation plan when developing the 2014-15 budget.

N/A N/A Improvement PE NA January 2014 – May 2014

1.3 Allocate sufficient textbook funds for high school ELA and Math common core implementation.

General Fund/Textbook

$50,000 Improvement PE NA February 2014


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district leadership has a comprehensive explicit theory of action about school culture that robustly communicates high expectations for addressing the needs of all constituents.




D. Goal(s):

District Level Only




J. Timeline:

1.1 Establish a District Theory of Action. N/A N/A Improvement PE NA December 2013

1.2 Communicate the District Theory of Action to all stakeholders.


1.3 Use Administrative Cabinet meetings to analyze implementation of district and school priorities and related professional development (e.g., PD provided, informal walk-through data to support implementation, student assessment results).

N/A N/A Improvement PE NA Monthly beginning January 2014

1.4 Update website to communicate district vision and Theory of Action to all stakeholders.

General Fund

$1000 Improvement PE NA January 2014

1.5 District and School leaders will review the district vision and update procedures and processes developed for communication of high expectations.

SIG 1003(a) Leadership and STEM

$4400 Improvement PE NA July 2014


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district has a comprehensive plan to create, deliver and monitor professional development in all pertinent areas that is adaptive and tailored to the needs of individual schools.




D. Goal(s):

District Level Only




J. Timeline:

1.1 Convene the District Professional Development Planning (PDP) committee to conduct a needs

analysis and update the PDP so that it is reflective of needs linked to District priorities, including those identified in the DTSDE review process. Ensure the PDP contains job-embedded follow-up.

General Fund $500 Improvement PE NA October - November 2013

1.2 Update the District-wide calendar of professional development opportunities and communicate with all district/school staff.

N/A N/A Improvement PE NA November 30, 2013

1.3 Convene the District PDP Committee to conduct an needs analysis and update the PDP for the 2014-15 school year.

General Fund

$500 Improvement PE NA June 2014


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district promotes a data-driven culture by providing strategies connected to best practices that all staff members and school communities are expected to be held accountable for implementing.




D. Goal(s):

District Level Only




J. Timeline:.

1.1 District team will create data use plan (DDI) at the Fall Leadership Summit

General Fund $8,000 Improvement PE NA November 2013

1.2 The data use plan (DDI) will be communicated to all district/school staff.


1.3 District wide data shared monthly at DWSIC (District Wide School Improvement Committee) meetings

N/A N/A Improvement PE NA Monthly: December 2013-June 2014


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Tenet 2


district works collaboratively with the school to provide opportunities and supports for the school leader to create, develop and nurture a school environment that is responsive to the needs of the entire school community.



C. Major Recommendation(s)/Rationale:

District Level Only

D. Goal(s):

District Level Only




J. Timeline:

1.1 The district leader and school leader will collaborate regarding the proposed school vision to support its alignment with the district vision and its promotion of a learning environment that is responsive to the needs of its stakeholders


2.1 The school and district leaders will communicate/consult regarding proactive options that support the instructional needs of the school community.

N/A N/A Improvement PE NA Monthly meetings beginning November 2013

2.1 District and School leaders will review the district vision and update procedures and processes developed for communication of higher expectations at Summer Leadership Conference

(Tenet 1.3) N/A Improvement PE NA July 2014


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A. Statement of Practice Addressed: Leaders ensure an articulated vision, understood and shared across the community, with a shared sense of urgency about achieving school-wide goals aligned with the vision as outlined in the School Comprehensive Educational Plan (SCEP).


B. HEDI Rating:

H E D I NA


The school leader should develop with staff and the community a vision and specific, measurable, ambitious, results oriented goals that are aligned to the vision (Source: DTSDE School Report). D. Goal(s):

1. Create a vision and specific, measurable, ambitious, results oriented goals that are aligned to the vision by December 20, 2013.


G. School Cost(s):

H. Improvement/Parent Engagement Set-Aside (PE):

J. Timeline:

1.1 Form building leadership team SIG 1003(a)

– Title I

Improvement

Set-aside

$3000 Improvement PE NA September 2013

1.2 Building leadership team will draft the vision statement


1.3 School leaders will share draft with stakeholders and seek feedback

N/A N/A Improvement PE NA November 21, 2013 staff meeting

1.4 Building Leadership team will edit draft, finalize vision, and School leaders will communicate vision with all stakeholders.


1.5 Leadership team will examine data and determine/prioritize results to orient goals that are aligned to the vision.

N/A N/A Improvement PE NA December 12, 2013

1.6 Communicate goal/priorities to stakeholders.

N/A N/A Improvement PE NA December 20, 2013


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A. Statement of Practice Addressed: Leaders effectively use evidence-based systems to examine and improve individual and school-wide practices in the critical areas (student achievement, curriculum & teacher practices; leadership development; community/family engagement; and student social and emotional developmental health) that make progress toward mission-critical goals.


B. HEDI Rating:

H E D I NA


Establish a system to collect and examine data to determine the efficacy of all programs and practices. Align department priorities with school vision and goals. (Source: DTSDE School Report) D. Goal(s):

1. By February 26, 2014, develop a system to collect and analyze multiple measures of data to identify the efficacy of all programs and practices. 2. By June 27, 2014 collect, analyze, create, and share with stakeholders an action plan to remedy any efficacy issues identified. 3. Align department priorities with school vision and goals by January 15, 2014.


G. School Cost(s):


J. Timeline:

1.1 Curriculum Network will conduct a data inventory/audit and gap analysis to determine how data is being used as well as what other data is needed to identify the efficacy of programs and practices (e.g., general education programs, RISP, Consult Program, AIS, Northstar supports)

N/A N/A Improvement PE NA December 2013 – January 26, 2014

1.2 Professional development: using data to determine program efficacy. Establish school-wide system to examine data.

SIG 1003(a) $2000 Improvement PE NA February 2014

1.3 Curriculum Network with department input will draft, in writing, a standardized system to collect and analyze multiple measures of data to identify the efficacy of all programs and practices (e.g., General Ed., RISP, Consult Program, AIS, Northstar)

N/A N/A Improvement PE NA Leadership Team Subcommittee meetings held between January 27 and February 12, 2014.

1.4 Curriculum network representative(s) will share draft with Leadership Team and seek feedback

N/A N/A Improvement PE NA Leadership Team meeting – February 13, 2014

1.5 Curriculum Network will finalize, in N/A N/A Improvement PE NA February 26, 2014


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writing, the data collection and analysis system and share with stakeholders

2.1 Data team (a subcommittee of the Leadership team) will collect, analyze the data, and report findings to the Building Leadership Team.

N/A N/A Improvement PE NA March – April 2014

2.2 Building Leadership team will develop program/practices related action plan for the 2014-15 school year. School leaders will share with school stakeholders.

N/A N/A Improvement PE NA June 27, 2014

3.1 Departments will align department-specific goals to the school vision and priorities

N/A N/A Improvement PE NA Department meetings held in January 2014.


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A. Statement of Practice Addressed: Leaders make strategic decisions to organize resources concerning human, programmatic and fiscal capital so that school improvement and student goals are achieved.


B. HEDI Rating:

H E D I NA


The school leader should re-examine past practices regarding resource allocation and establish a process that is aligned with meeting school-wide goals more effectively. (Source: DTSDE School Report)

D. Goal(s):

1. Develop a school budget by April 30, 2014 that aligns human, programmatic and fiscal resource allocation to school priorities/goals.


G. School Cost(s):


J. Timeline:

1.1 School leaders will examine school priority/goals and draft aligned budget recommendations.

N/A N/A Improvement PE NA January 3, 2014

1.2 School leaders will submit the draft budget with supportive rationale aligned to school priorities/goals to Superintendent

N/A N/A Improvement PE NA January 30, 2014

1.3 School leadership finalizes budget with district.

N/A N/A Improvement PE NA April 30, 2014


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A. Statement of Practice Addressed: The school leader has a fully functional system in place to conduct targeted and frequent observations; track progress of teacher practices based on student data, feedback and professional development opportunities; and hold administrators and staff accountable for continuous improvement.


B. HEDI Rating:

H E D I NA


Develop a protocol for conducting frequent informal classroom visitations and the provision of related feedback and supports for teacher improvement. School leader will communicate continuous improvement related needs to the district leadership to impact systemic decisions. (Source: DTSDE School Report)

D. Goal(s):

1. By October 25, 2013, develop and begin implementing a protocol for conducting frequent informal classroom visitations and the provision of related feedback and supports for teacher improvement.

2. Establish a schedule for regular communication regarding continuous improvement related needs with district leadership by October 31, 2013


G. School Cost(s):


J. Timeline:

1.1 School leaders will work with consultant to develop and implement a system and process for frequent observations for monitoring priority instructional practices

SIG 1003(a) Leadership

$1581 Improvement PE NA

November 15, 2013

1.2 School leaders will implement protocol and collect baseline data regarding instructional practices.

N/A N/A Improvement PE NA

Weekly, beginning November 15, 2013

1.3 School leaders will present school-wide baseline data to staff, provide staff with feedback, and collaborate with staff regarding supports needed for teacher improvement.


Staff meetings: January 2014, April 2014, June 2014

1.4 School leaders will implement supports and continue with protocol implementation, communication of findings with staff, and the identification of supports needed for further teacher improvement.


January 2014 – June 2014

2.1 School leader communicates with District leadership regarding continuous improvement related needs will occur during monthly Cabinet meetings at a minimum.


Monthly – Beginning October 15, 2013


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Tenet 3

A. Statement of Practice Addressed: The district works

collaboratively with the school to provide opportunities and supports that are connected to the implementation of a comprehensive curriculum appropriately aligned to the Common Core Learning Standards (CCLS) and are inclusive of the arts, technology and other enrichment subjects in a data-driven culture.


B. HEDI Rating: H E D I

NA


D. Goal(s):

District Level Only




J. Timeline:

1.1 District team will create data use plan (DDI) at the Fall Leadership Summit

General Fund

$10,000 Improvement PE NA November 2013

1.2 The data use plan will be communicated to all district/school staff.


1.3 Guidelines for the use of STAR Reading and Math for assessment purposes which include a calendar of assessments, parent involvement and AIS criteria

General Fund

$22,000 Improvement PE NA November 2013


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A. Statement of Practice Addressed: The school leader

and staff support and facilitate the quality implementation of rigorous and coherent curricula appropriately aligned to the Common Core Learning Standards (CCLS) in Pre K-12.


B. HEDI Rating:

H E D I NA


Establish a systematic school-wide process for creating curricula aligned to the CCLS. Provide staff with embedded support in curriculum development and strategies for aligning curricula with the CCLS. (Source: DTSDE School Report)

D. Goal(s):

1. Establish and begin implementing a systematic school-wide process for creating curricula aligned to the CCLS by January 30, 2014. 2. By August 30, 2014, curriculum will be aligned to CCLS at all grades and content areas.


G. School Cost(s):


J. Timeline:

1.1 Curriculum Network will establish a systematic, evidence-based, school-wide curriculum mapping process aligned with the CCLS. Use Google Docs to maintain maps online.(A+ Educators)

General Fund

$8000 Improvement PE NA February 14, 2014

1.2 Provide instructional staff in all content areas, via departments, with training in implementing the CCLS, curriculum alignment and mapping.

SIG 1003(a) – Title I –

Improvement Set-aside

$9000 Improvement PE NA February 25 – March 31, 2014

1.3 Provide instructional staff in all content areas with professional development in the CCLS and related shifts – (conferences, workshops, onsite facilitation and subs and stipends)

SIG 1003(a)

SIG 1003 (a) Title I –


$8174

$2826

Improvement PE NA

Improvement PE NA

Nov 1 - Dec 20, 2013 (training for departments)

1.4 School leaders will attend BOCES Administrator training on implementation of rigorous curricular and instructional practices.


$2500 Improvement PE NA

September 2013 – August 2014

2.1 Curriculum Camp for aligned curriculum development for all teachers in grades 9-12.

SIG 1003(a) Title I –


$1344

Improvement PE NA

Improvement PE NA

July - August 2014


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SIG 1003 (a) Title II A –


$7656


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A. Statement of Practice Addressed Teachers ensure that unit and lesson plans that are appropriately aligned to the CCLS coherent curriculum introduce complex materials that stimulate higher-order thinking and build deep conceptual understanding and knowledge around specific content.




Establish an urgency to develop CCLS aligned unit and lesson plans. Provide embedded professional development on higher order thinking skills to improve rigor in appropriately paced and sequenced unit and lesson plans. (Source: DTSDE School Report)

D. Goal(s):

1. 100% of staff will develop and implement a minimum of one CCLS aligned unit with higher order thinking skills by June 2014.


G. School Cost(s):


J. Timeline:

1.1 Professional development on CCLS aligned unit and lesson development that contain higher order thinking skills (A+ Educators)

General Fund

SIG 1003(a) - Title I


$8000

$4000

Improvement PE NA

Improvement PE NA

January 30, 2014 March 21, 2014

1.2 All instructional staff will develop and implement/fine tune a minimum of one unit.


Develop units: Beginning February 2014. Implement: By June 1, 1014

1.3 Discuss/reinforce evidence-based practices and CCLS lessons with embedded higher order thinking strategies during Department meetings.(standing agenda item)

N/A N/A Improvement PE NA Monthly Department meetings beginning November 2013.

1.4 School leaders will “look-for” higher order thinking strategies during informal classroom visitations.

N/A N/A Improvement PE NA March 1 – June 27, 2014


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A. Statement of Practice Addressed The school leader and teachers ensure that teacher collaboration within and across grades and subjects exists to enable students to have access to a robust curriculum that incorporates the arts, technology and other enrichment opportunities.




Increase structures that provide teachers with the opportunity to collaborate. Reflect collaboration in unit and lesson plans that integrate the arts, technology, and other enrichment opportunities. (Source: DTSDE School Report)

D. Goal(s):

1. By March 1, 2014, create and implement a structure for collaboration within and across grades and subjects to support the integration of the arts, technology and other enrichment opportunities.

2. By June, 2014, 100% of staff will develop and implement a minimum of one CCLS aligned unit that integrates the arts, technology and other enrichment opportunities.


G. School Cost(s):


J. Timeline:

1.1 Arts, Technology, and Languages other than English Coordinators will meet with core subject departments for the purpose of integrating the arts, technology and languages other than English.

N/A N/A Improvement PE NA April – May 2014

1.2 Technology Camp for teachers whose skills for integrating technology into the curriculum need enhancing.

Title VI B $44,894 Improvement PE NA Summer 2014

1.3 After school professional development on technology integration to support CCLS.



$3000 Improvement PE NA Monthly – September 2013 through June 2014


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school leader and teachers develop a data-driven culture based on student needs, assessments and analysis, which leads to strategic action-planning that informs instruction and results in greater student achievement outcomes.




Provide embedded professional development that enables the school leader and teachers to use assessment tools and results throughout the school year to inform instruction for identified student sub-groups as well as individual students. (Source: DTSDE School Report) D. Goal(s):

100% of teachers will be trained in Data Driven Instruction and develop interim assessments by August 31, 2014.


G. School Cost(s):


J. Timeline:

1.1 School leadership will establish an assessment, scoring, and data analysis calendar

N/A N/A Improvement PE NA March 14, 2014 (to share at March 20 PD)

1.2/2.1 Professional development in DDI, interims assessment and strategic action plan development

SIG 1003(a)



$2000

$6000

Improvement PE NA

Improvement PE NA

March 20, 2014 (1/2 day)

1.3 Teachers will create interim assessments

N/A N/A Improvement PE NA Summer 2014 Extended Work Year


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Tenet 4


district works collaboratively with the school to provide opportunities and supports for teachers to develop strategies and practices that lead to effective planning and account for student data, needs, goals, and levels of engagement.




District Level Only

D. Goal(s):

District Level Only




J. Timeline:

1.1 District team will create data use plan at the Fall Leadership Summit

(Tenet 3.1) N/A Improvement PE NA November 2013

1.2 The data use plan will be communicated to all district/school staff.


1.3 Department/grade level coordinators will hold monthly meetings that include a discussion of the use of data as a standing item on the agenda

General Fund $50,000 Improvement PE NA September 2013

1.4 Minutes of DWSIC meetings will demonstrate that data is analyzed and used to plan upcoming district practices and events.

General Fund $500 Improvement PE NA Monthly beginning December 2013


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A. Statement of Practice Addressed: Teachers use instructional practices and strategies organized around annual, unit and daily lesson plans to meet established student goals and promote high levels of student engagement and inquiry.




Align department priorities to the school’s vision/goals using multiple measures of student data to guide the alignment process. Provide embedded professional development in evidence based instructional best practices designed to meet established student goals and promote high levels of student engagement and inquiry. Create and implement unit and lesson plans reflective of these evidence-based instructional best practices. Monitor implementation to hold staff accountable for consistent use of identified best practices. (Source: DTSDE School Report)

D. Goal(s):

1. Align department priorities with school vision and goals by January 15, 2014. 2. 100% of teachers will implement unit and lesson plans that include evidence-based instructional practices designed to meet established

student goals and promote high levels of student engagement by April 30, 2014.


G. School Cost(s):


J. Timeline:

1.1 Departments will align department-specific goals to the school vision and priorities

N/A N/A Improvement PE NA January 2014.

2.1 Building Leadership team will identify high leverage evidence-based instructional practices

N/A N/A Improvement PE NA January 2014

2.2 Building Leadership team will roll out high leverage evidence-based instructional practices to department staff

N/A N/A Improvement PE NA February 2014 department meetings

2.3 Professional development provided on high leverage evidence- based instructional practices, with emphasis on those effective for economically disadvantaged student population

SIG 1003(a)

$2000

Improvement PE NA

January 30, 2014, March 21, 2014 Summer 2014

2.4 School leaders will document the use of high leverage evidence-based instructional practices in unit and lesson plan implementation during informal and formal classroom walk-throughs. Staff will be provided feedback and support.

N/A N/A Improvement PE NA April 1 – June 27, 2014


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A. Statement of Practice Addressed: Teachers provide coherent, appropriately aligned Common Core Learning Standards (CCLS)-based instruction that leads to multiple points of access for all students to achieve targeted goals.




Provide staff with embedded professional development focused on the development of CCLS aligned unit and lesson plans, the use of multiple measures of data to establish student goals, and evidence-based instructional practices designed to support students’ goals. Monitor the use of strategies to hold staff accountable for effective and consistent implementation and provide targeted assistance as necessary. (Source: DTSDE School Report)

D. Goal(s):

1. 100% of teachers will implement unit and lesson plans that include evidence-based instructional practices by April 30, 2014. 2. 100% of teachers will be trained in data driven instruction by April 2014.


G. School Cost(s):


J. Timeline:

1.1 Professional development on CCLS aligned unit and lesson development that include evidence-based practices (A+ Educators)

General Fund

$8000 Improvement PE NA January 30, 2014 March 21, 2014

1.2 All instructional staff will develop and implement a minimum of one unit and associated lesson plans.

N/A N/A Improvement PE NA Develop: Beginning February 2014. Implement: By June 1, 2014

1.3 Discuss/reinforce CCLS aligned lessons with evidence-based instructional practices during Department meetings.

N/A N/A Improvement PE NA Monthly Department meetings beginning November 2013.

1.4 School leaders will “look-for” targeted evidence-based instructional practices during informal and formal classroom walk-throughs and provide staff with feedback and support.


2.1 Professional development in DDI. (Tenet 3.5) N/A Improvement PE NA March 20, 2014


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A. Statement of Practice Addressed: Teachers create a safe environment that is responsive to students’ varied experiences, tailored to the strengths and needs of all students, and leads to high levels of student engagement and inquiry.




Provide teachers with strategies through professional development so that they can consistently challenge students at all ability levels. Tailor instruction for various types of learners to foster high levels of student engagement. Monitor use of strategies to hold staff accountable for consistent use of these strategies. Provide targeted assistance as necessary so that teachers learn to challenge and engage students. (Source: DTSDE School Report)

D. Goal(s):

1. By June 2014, 100% of lesson plans implemented by 100% of teachers will be CCLS aligned and reflective of evidence-based instructional practices designed to maintain high levels of student engagement and challenge students at all ability levels.

2. By April 2014, frequent informal classroom walk-throughs focusing on evidence-based instructional practices designed to maintain high levels of student engagement and challenge students at all ability levels will be conducted by school leaders and related feedback and supports for teacher improvement will be provided.


G. School Cost(s):


J. Timeline:.

1.1 Professional development on CCLS aligned lesson plans that include evidence-based practices (A+ Educators)

General Fund

$10000 Improvement PE NA January 30, 2014

March 21, 2014

1.2 All instructional staff will develop and implement CCLS aligned lesson plans that include evidence-based practices.

N/A N/A Improvement PE NA Develop lesson plans: Beginning February 2014 Implement: By June 1, 1014

2.1 School leaders will “look-for” targeted evidence-based instructional practices during informal and formal classroom walk-throughs and provide staff with feedback and support.



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A. Statement of Practice Addressed: Teachers use a variety of data sources including screening, interim measures and progress monitoring to inform lesson planning, develop explicit teacher plans and foster student participation in their own learning process.




Establish a culture where multiple measures of data are used systematically throughout the year to adjust student groupings and instruction. Provide frequent teacher feedback to students based on data analysis in order to support student participation in their own learning. Monitor regular school use of data. (Source: DTSDE School Report)

D. Goal(s):

1. By March 2014, formalize and implement a systematic school-wide process whereby teachers examine multiple measures of data for the purpose of adjusting student groupings, adjusting instruction, and actively involving students in their own learning and progress.


G. School Cost(s): .


J. Timeline:

1.1 Building Leadership team will formulate and formalize a school-wide process for providing students with feedback and actively involving students in their own learning and progress (e.g., conferencing with students)

N/A N/A Improvement PE NA March 2014

1.2 Professional development in DDI. (Tenet 3.5) N/A Improvement PE NA March 20, 2014


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Tenet 5 A. Statement of Practice Addressed: The district creates policy and works collaboratively with the school to provide opportunities and resources that positively support students’ social and emotional developmental health.



NA


District Level Only

D. Goal(s):

District Level Only

E. Activity(ies):. F. Fund Source(s):



J. Timeline:.

1.1 Create a written a policy that supports the collaboration between the district, schools, and community organizations to deliver professional development and follow-up support to school staff on student social and emotional developmental health needs designed to ensure increased academic success.


1.2 Communicate policy with district/school staff.


1.3 Include identified professional development and follow-up support in district-wide professional development calendar.

N/A N/A Improvement PE NA September 2013

1.4 A team of teachers and administrators will attend a countywide Trauma System of Care professional development

General Fund $1,000 Improvement PE NA October 2013

1.5 Establish a monthly counselor meeting to coordinate a consistent approach to meeting emotional needs of students

General Fund $5,000 Improvement PE NA

Monthly: September 2013-June 2014

1.6 Develop a Suicide Prevention Plan and committee

General Fund $3,000 Improvement PE NA

December 2013

1.7 Plan and implement a partnership program with Clarkson University to offer STEM workshops for at risk students


$22,000 Improvement PE NA January – August 2014


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A. Statement of Practice Addressed: The school cultivates the development of overarching systems and partnerships that support and sustain social and emotional developmental health.



NA


Convene a committee of staff, community partners and parents to create a vision for student social emotional health. With that vision in mind, re-assess all current procedures and programs that are currently in place to support and sustain that vision. Identify barriers to the realization of that vision and create goals and an action plan that coordinates overarching systems and partnerships. Provide professional development for identified staff on the use of data to identify areas of need so that key partnerships can be cultivated that impact student social emotional health. (Source: DTSDE School Report)

D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation.

1. By July 2014, develop and implement an overarching, coordinated system for addressing the social emotional developmental health needs of students that includes a vision, associated goals, and a data-driven action plan.


G. School Cost(s):


J. Timeline:.

1.1 Building Leadership team will draft the vision statement that addresses student’s social emotional health.

(Tenet 2.2) N/A Improvement PE NA November 14, 2013

1.2 Building Leadership team will share draft vision with stakeholders and seek feedback

(Tenet 2.2) N/A Improvement PE NA November 21, 2013 staff meeting

1.3 Building Leadership team will edit draft, finalize vision, and communicate vision with all stakeholders.


1.4 Form committee to oversee all aspects of the social emotional developmental health needs of students. (Committee – Character Ed.)

N/A N/A Improvement PE NA September 2013 Monthly meetings

1.5 Committee will create goals and an action plan that coordinate overarching systems and partnerships. Implement plan.

N/A N/A Improvement PE NA Create: January 2014 Implement: February 2014-June 2014


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1.6 Hold student advisory meetings to assess how well students’ social emotional needs are being met.

N/A N/A Improvement PE NA Monthly, by grade level, beginning October 3, 2013

1.7 Provide PD to Leadership Team on the use of data to identify areas of need so that key partnerships can be cultivated that impact student social emotional health.

(Tenet 2.3) N/A Improvement PE NA December 2013

1.8 Begin collecting data associated with activity 1.7

N/A N/A Improvement PE NA January 2014

1.9 Building Leadership Team will provide committee (Committee – Character Ed.) and departments with data to assist in guiding/fine-tuning action plan activities that support student social emotional health.

N/A N/A Improvement PE NA March 2014 June 2014

1.10 Provide PD on high leverage drop-out prevention strategies/ supports.

SIG 1003(a)

$4000

Improvement PE NA

November 2013


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A. Statement of Practice Addressed: The school articulates and systematically promotes a vision for social and emotional developmental health that is connected to learning experiences and results in building a safer and healthier environment for families, teachers and students.



NA


Develop a vision for student social and emotional developmental health. Based on the vision, develop or adopt a curriculum that will provide a safer and healthier environment for families, teachers, and students. Provide professional development for staff so that all school constituents can articulate the skills and behaviors that demonstrate social and emotional health and lead to academic success. Provide professional development for staff on how to collect and analyze data in order to assess program effectiveness and make adjustments accordingly. (Source: DTSDE School Report)

D. Goal(s):

1. By August 2014, develop and implement an overarching, coordinated system for addressing the social emotional developmental health needs of students that includes a vision, associated goals, data-driven action plan, associated curriculum, and a data-based method for evaluating program effectiveness/adjusting program as needed.


G. School Cost(s):


J. Timeline:

1.1 Building leadership team will draft the vision statement that addresses student’s social emotional health.


1.2 Share draft vision with stakeholders and seek feedback

(Tenet 2.2) N/A Improvement PE NA November 21, 2013 staff meeting

1.3 Edit draft, finalize vision, and communicate vision with all stakeholders.


1.5 Create goals and an action plan that coordinate overarching systems and partnerships. Implement plan.

(Tenet 5.2) N/A Improvement PE NA Create: January 2014 Implement: February 2014-June 2014

1.6 Hold student advisory meetings to assess how well students’ social emotional needs are being met.

(Tenet 5.2) N/A Improvement PE NA Monthly, by grade level, beginning October 3, 2013

1.7 Provide PD to Leadership Team on the use of data to identify areas of need so that key partnerships can be cultivated that impact student social emotional health.

(Tenet 5.2) N/A Improvement PE NA December 2013


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1.8 Collect data associated with activity 1.7

(Tenet 5.2) N/A Improvement PE NA January 2014

1.9 Leadership Team will provide committee (Committee – Character Ed.) and departments with data to assist in guiding/fine-tuning action plan activities that support student social emotional health.

(Tenet 5.2) N/A Improvement PE NA March 2014 June 2014


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A. Statement of Practice Addressed: All school constituents are able to articulate how the school community is safe, conducive to learning and fosters a sense of ownership that leads to greater student outcomes.




Provide adequate PD for staff on implementing consistent behavior expectations and consequences throughout the building. Provide additional PD for staff on how to work with parents; in particular, how to work with parents of economically disadvantaged students. (Source: DTSDE School Report)

D. Goal(s):

1. Establish and implement consistent school-wide behavioral expectations and related consequences by December 2013. 2. By August 2014, create a reciprocal family engagement plan that encourages all families, including parents of economically disadvantaged

students, to engage with the school in a manner that leads to increased student success. Implementation to begin September 2014.


G. School Cost(s):


J. Timeline:

1.1 Building Leadership team will provide PD/revisit school-wide behavioral expectations with all teachers.


1.2 PD on evidence-based positive behavioral practices/supports. (A+Educators)

General Fund $2000 Improvement PE NA January 2014 – August 2014

1.3 Use School Tools to analyze implementation of school-wide behavioral expectations. Share findings with all staff. Determine next steps.

N/A N/A Improvement PE NA Baseline: December 1, 2013 March 2014 May 2014

2.1 Multi-stakeholder group, including building leader, Parent Facilitators, guidance, school psychologist, and PTO member(s), will create a family engagement plan.

N/A N/A Improvement PE NA July-August 2014


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A. Statement of Practice Addressed: The school leader and student support staff work together to develop teachers’ ability to use data to respond to students’ social and emotional developmental health needs, so students can become academically and socially successful.




Develop a system that uses student data to identify and coordinate the supports to meet the social and emotional developmental health needs of students. (Source: DTSDE School Report)

D. Goal(s):

1. By August 2014, develop and implement a school-wide system that uses data to identify social and emotional developmental health needs of students and links those needs with a coordinated set of supports.


G. School Cost(s):


J. Timeline:

1.1 Conduct a data inventory/audit and determine how this data relating is being used to support students.

(Tenet 2.3) N/A Improvement PE NA Monthly department meetings held in December 2013 and January 2014.

1.2 Conduct a gap analysis regarding what data is currently used and what else is needed to identify student social and emotional health related needs as well as the efficacy of programs and practices.

(Tenet 2.3) N/A Improvement PE NA Leadership Team Subcommittee meetings during the week of January 27-30, 2014.

1.3 Draft, in writing, a standardized system to collect and analyze multiple measures of data to identify the efficacy of all programs and practices

(Tenet 2.3) N/A Improvement PE NA Leadership Team Subcommittee meetings held between January 27 and February 12, 2014.

1.5 Share draft with Leadership Team and seek feedback

(Tenet 2.3) N/A Improvement PE NA Leadership Team meeting – February 13, 2014

1.6 Finalize, in writing, the data collection and analysis system and share with stakeholders

(Tenet 2.3) N/A Improvement PE NA February 26, 2014

2.1 Data team (a subcommittee of the Leadership team) will collect, analyze the data, and report findings.

(Tenet 2.3) N/A Improvement PE NA March – April 2014

2.2 Leadership team will develop program/practices related action plan for the 2014-15 school year and share with school stakeholders.

(Tenet 2.3) N/A Improvement PE NA June 27, 2014


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Tenet 6


district has a comprehensive family and community engagement strategic plan that states the expectations around creating and sustaining a welcoming environment for families, reciprocal communication, and establishing partnerships with

community organizations and families.




District Level Only

D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation.

District Level Only




J. Timeline:

1.1 Hire and train a parent facilitator for the High School

Title I – Parent Engagement

Set-Aside

$6034 Improvement PE NA September 2013

1.2 Establish communication/ collaboration mechanism with all school Parent Facilitators

N/A N/A Improvement PE NA Monthly Parent Facilitator Meetings beginning October 2013


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A. Statement of Practice Addressed: The school atmosphere is welcoming and fosters a feeling of belonging and trust, which encourages families to freely and frequently engage with the school, leading to increased student success.




Create a family engagement plan that includes opportunities for parents to volunteer in the school. Conduct a parent survey to learn about the ways that parents would prefer to be communicated with to encourage their involvement in the education of their children. (Source: DTSDE School Report) D. Goal(s):

1. By August 2014, create and implement a reciprocal family engagement plan that encourages all families, including sub-groups of families who are hesitant to engage, to engage with the school in a manner that leads to increased student success.

2. By March 2013, conduct parent survey.




J. Timeline:


(Tenet 5.4) N/A

Improvement PE NA July-August 2014

1.2 PD on evidence-based practices to increase reciprocal family engagement presented at faculty meeting

N/A N/A Improvement PE NA Ongoing

2.1 Conduct parent survey. General Funds

$500 Improvement PE NA March 2014


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A. Statement of Practice Addressed: The school engages in effective planning and reciprocal communication with family and community stakeholders so that students’ strength and needs are identified and used to augment

learning.




Provide PD for staff members regarding how to communicate with parents in a way that is welcoming and respectful of their input and is reciprocal in nature, so that parents and teachers can effectively collaborate to meet the needs of students. (Source: DTSDE School Report)

D. Goal(s):

1. By August 2014, create and implement a reciprocal family engagement plan that encourages all families, including sub-groups of families who are hesitant to engage, to engage with the school in a manner that leads to increased student success.

2. By February 2014, provide PD for staff on effective reciprocal parent communication.

E. Activity(ies): F. Fund Source(s): G. District Cost(s):

H. Improvement/Parent Engagement Set-Aside(PE):.

J. Timeline:


(Tenet 5.4) N/A Improvement PE NA July-August 2014

2.1 Provide staff with professional development on strategies for effective reciprocal parent communication.

N/A N/A Improvement PE NA Standing agenda item on Monthly faculty meetings beginning January 2014


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A. Statement of Practice Addressed: The entire school community partners with families and community agencies to promote and provide professional development across all areas (academic and social and emotional developmental health) to support student success.




Provide professional development for staff on how to actively seek and sustain healthy partnerships with families that are linked to student needs. PD for staff should include how to work with parents of economically disadvantaged students. (Source: DTSDE School Report)

D. Goal(s):

1. By August 2014, create and implement a reciprocal family engagement plan that includes professional development across all areas to support student success.

2. By November 2013, select staff will attend professional development on working effectively with economically disadvantaged students and their families and turn-key training to school staff.




J. Timeline:


(Tenet 5.4) N/A Improvement PE NA July-August 2014

2.1 PD on working effectively with economically disadvantaged students and their families

SIG 1003(a)



$1000

$1000

Improvement PE NA

Improvement PE NA

December 2013

2.2 Provide turn-key PD to FA staff re: working with students in poverty.

N/A N/A Improvement PE NA December 2013 – May 2014 (faculty meetings; department meetings)


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A. Statement of Practice Addressed: The entire school shares data in a way that empowers and encourages families to use and understand data to promote dialogue between parents, students and school constituents centered on student learning and success.




Provide a wide range of opportunities for families to learn about how to understand student data so that families are able partner with the school to promote student success. (Source: DTSDE School Report)

D. Goal(s):

1. By August 2014, provide parents with professional development on the School Tools Parent Portal.

E. Activity(ies):. F. Fund Source(s):



J. Timeline:

1.2 Provide professional development to parents on School Tools Parent Portal

N/A N/A Improvement PE NA July-August 2014

2013-14 SCEP LEA Name: Malone Central School District ... · Certificate 0 % Teaching Out of...

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